Section III

Evaluation, as stated in chapter ten, is the process of determining the merit, worth, and value of things, and evaluations are the products of that process. The evaluation process includes both formative and summative evaluations.

Dr. Marzono’s Teacher Evaluation Model distinguishes the cause and effect between the teacher delivery of a lesson and practices and how the students will succeed. This model focuses on student achievement and allows for both administrators and teachers to work together in order to achieve that goal.  

There are four domains within the model…

Domain 1: Classroom Strategies and Behaviors

Domain 2: Planning and Preparing

Domain 3: Reflecting on Teaching

Domain 4: Collegiality and Professionalism

Even though this is a teacher evaluation model I found ok to include as a instructional design model because ultimately all four domains are designed to reach ‘Student Achievement’.

I am very familiar with Dr. Marzono’s Teacher Evaluation Model because this evaluation model is used at my district to evaluate our curriculum and intervention implementation with our students. It is key to know exactly what is needed for your students and how you will intervene in order for them to be successful. This model doesn’t necessarily fit a mold, so it allows for the teacher to modify instruction and intervention as needed.

The second evaluation model I researched was ‘Dick and Carey Model’. The reason I chose this model was because it incorporates everything within education having to work together in order to achieve the desired student learning outcomes, such as: the instructor, learners, materials, instructional activities, delivery system, and learning and performance environment. Out of all the components in this model I think “revision of instruction’ is most important. As the instructor way to many times we blame the students for not understanding a concept. All students learn differently and we must teach a concept in various ways in order to reach all of our student.

The components of the model are as follows…

-Identify Instructional Goal

-Conduct Instructional Analysis

-Analyze Learners and Contexts

-Write Performance Objectives

-Develop Assessment Instruments

-Develop Instructional Strategy

-Develop and Select Instructional Materials

-Design and Conduct Formative Evaluation of Instruction

-Revise Instruction

-Design and Conduct Summative Evaluation

Other questions an instructional design should address are…

-How can I use technology within the lesson?

-Will the students be able to self-explore and learn?

-Will students be able to measure their own growth?

-Can this be related to a real world environment?

Many school are moving towards a more student-centered environment within the classroom. A discussion that must be included within these models is the liberty to give students a greater freedom to learn and for the teacher to become facilitators. Technology is also a huge part of the change within education. Many schools now have one to one iPads for their students. The teacher and students need to know how to use technology as part of the learning experience.

Students in my classroom using an iPad during a Science lesson to research different careers a scientist could have. This lesson was later integrated with another lesson teaching students how they will be scientist within our classroom as they collect data, observe, hypothesis, and explore.

Focusing on technology and having scarce resources I would first set a goal as to how we would use technology in our classroom and how much resource I have.

Situational Leadership has a cycle of four phases.

Phase 1: Is your team inexperienced and unsure.

            Technology could be overwhelming for some. For that reason I must assess my team to know how much leadership and guidance I must provide for them to meet our goal and be successful.

Phase 2: Your team is confident but still learning.

            There will be many questions as to the proper way to implement the use of technology in the classroom. Especially if the resource is scarce, teachers don’t have enough resource for all students, or not all teachers were chosen to be part of the team. Scarcity also limits the amount of staff development provided. This is were I must be aware of which teachers need more help than others and be sure to rewarding improvements and use those who are more comfortable as mentors for other who do not feel as secure with the product.

Phase 3: Focusing on results.

            Data must be collecting throughout the process and we must assure that our goal is still key for monitoring success. A way that a teacher may be rewarded for success is by writing a proposal for more funds or resources.

Phase 4: Role of monitor.

            Teachers are helping one another to continue success and correct implementation of technology in the classroom. As the monitor I will continue to set knew goals and continue to monitor improvement amongst my team collectively and as individuals.